Increasing student comprehension in the English-medium instruction (EMI) context: Lecturers’ use of explicitness strategies

Shi Yan Yu, Jagdish Kaur
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Abstract

Lecturers teaching on English-medium instruction (EMI) programs are expected to deliver complex disciplinary content through English, a language which they themselves may not be fully proficient in. This can compromise student comprehension and learning unless lecturers are equipped with the necessary tools to effectively transmit knowledge in a second language. To provide EMI lecturers with training relevant to their specific needs, empirical evidence from EMI settings is crucial. However, little is known about what actually transpires in the EMI classroom, particularly concerning lecturer-student interaction and lecturers’ use of communication strategies (CSs). This study fills the gap by investigating how experienced and highly rated EMI lecturers in a Chinese university overseas campus use explicitness strategies to increase the clarity of instruction and facilitate student comprehension in interactive academic activities. The data, comprising 10 h of tutorials and 10 h of supervisor-student supervision meetings, is analyzed from an English as a lingua franca (ELF) perspective based on an adapted Conversation Analysis (CA) approach. In total, 12 types of explicitness strategies are identified, among which self-repetition, self-repair and self-paraphrase are the most frequently used. Different strategies are used depending on the specific situation, such as the use of self-repetition and self-repair when introducing new knowledge or concepts, the use of self-paraphrase when explaining a difficult technical term, and the use of self-expansion when giving instructions. The findings of this study have implications for the training of lecturers who face challenges in delivering disciplinary content in English and communicating effectively with multilingual students in the EMI setting.

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在英语教学(EMI)环境中提高学生的理解能力:讲师对明确性策略的使用
以英语为教学语言(EMI)的授课教师需要通过英语讲授复杂的学科内容,而他们自己可能并不完全精通英语。如果讲师不掌握以第二语言有效传授知识的必要工具,就会影响学生的理解和学习。要为母语为英语的讲师提供与其具体需求相关的培训,来自母语为英语的环境的经验证据至关重要。然而,人们对 EMI 课堂上的实际情况知之甚少,尤其是讲师与学生之间的互动以及讲师对交流策略(CS)的使用。本研究通过调查一所中国大学海外校区经验丰富、评价较高的 EMI 讲师如何在互动学术活动中使用明确性策略来提高教学清晰度并促进学生理解,从而填补了这一空白。研究数据包括 10 个小时的辅导课和 10 个小时的督导与学生之间的督导会议,研究人员基于经调整的会话分析(CA)方法,从英语作为通用语(ELF)的角度对这些数据进行了分析。总共确定了 12 种明确性策略,其中自我重复、自我修复和自我转述是最常用的策略。根据具体情况使用不同的策略,如在介绍新知识或新概念时使用自我重复和自我修复,在解释难以理解的专业术语时使用自我转述,在下达指令时使用自我扩展。本研究的结果对培训讲师具有启示意义,因为讲师在用英语讲授学科内容时面临着挑战,而且在 EMI 环境中与多语言学生进行有效沟通也面临着挑战。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
8.90
自引率
0.00%
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0
审稿时长
69 days
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